Piaget's theory of cognitive development -
Jean Piaget was a biological scientist. He was more interested in child development and cognitive psychology, as a result of which he did many works related to cognitive development.
The most important thing that came to light from Piaget's theory of cognitive development is that children The power to think about the nature of reality and discover it depends not only on the child's maturity level and not only on his experience, but is determined by the interaction of these two. According to Piaget, the structure of the organism, adjustment and It occurs due to the complementary activities of the organization, that is why he called intelligence a phenomenon of biological adjustment.
Basic concepts of Piaget's theory
1- Schema - Piaget's idea was that every person has his own way of dealing with objects, persons and situations of life. These are called schema. It is an organized pattern of behavior. Schemas are of 2 types -
a- Behavioral schema - Behavioral schema are related to general human behavior. When a human being performs a physical action, it is a behavioral type of schema.
b - Cognitive Schema - Cognitive schema are related to the cognitive development of the person. When a person is solving a problem from his educational side then it is a cognitive type of schema.
According to Piaget, schemas are present in an undeveloped form at the time of birth and gradually develop over time in certain planned
2- Assimilation - According to Piaget, this concept is effective when the child uses the schema already existing in his mind on a new problem, topic or situation. Meaning old schemas + new environment (old schemas + new situation) Assimilation is an indication of environmental characteristics. i.e. the background prepared on the basis of previous experience. Example - If the teacher told a nursery class child about a cow, that it has four legs. and on the basis of his old schema, when the child comes across a cow and identifies it correctly, then it will be called assimilation.
3 - Accommodation - It means making changes in the existing schema to accommodate new ideas or problems. This usually happens when the old schema no longer works and the child has to adjust to the new one. In this the child imitates others and shows a tendency to adjust by suppressing his own schema.
4 - Equilibration - The word Equilibration is based on the word 'Equilibrium' which means a state of 'uniform mental balance'. When a new problem comes before the child and his present schema does not work, this situation creates an imbalance in the child's mind. In this stage the child has to focus his attention on a new concept or situation. He develops a new schema or changes his old schema. So that he can adapt to his new situation. This state of balance helps the child to learn and develop.
Stages of cognitive (intellectual) development -
Jean Piaget describes the process of cognitive development from birth to maturity in the following four stages -
1 - Sensory-motor stage (from birth to 18 months of age) - This stage mainly depends on the sensory organs and the motor experience of the body. The child depends on his body for self-expression and communication. According to Piaget, various characteristics of this stage are as follows –
1- Co-ordination of sensory-motor actions - Development progresses from spontaneous action to sensory-motor action and at the same time sensory experience - sight, sound, touch and taste get coordinated.
2 - Appearance of curiosity - Curiosity is a function of the relationship between a new object and previous experience. For example, the child tries to put every object in his mouth out of curiosity or tries to hold it with his hands.
3 - Appearance of imitation - The child shows a tendency to imitate or repeat behavior or actions.
4 - Object permanence - Initially, newborn babies have short-term permanence towards objects, but in the 2nd year of life, the child starts understanding objects permanently, hence he looks for those toys and other objects which are out of sight. Become.
2 - Pre-operational stage - (Up to 18/2 - 7 years) Logical thinking activities are not fully developed till this stage, hence it is called pre-operational stage -
1 - Rapid development of spoken language - In this stage, first of all, the development of oral language happens rapidly and the child starts understanding a large number of words.
2- Perceptual thought - By the age of 4 years, symbolic and complete positive thinking starts developing in the child. He finds new symbols to use in communicating with himself and with others.
3 - Animistic thinking - One of the main characteristics of the pre-functional stage is called Animism. Animism means that the objects of the child's belief are alive because they have movement. If an object moves then it is alive, if it does not move then it is alive. So it is not alive Example If the train moves then it is alive If the tree does not move then it is not alive
4- Realism in thinking - Realism in thinking means that the child has a tendency to consider the imaginary situations as real as his daily life. When the child reaches the next stage, these characteristics of pre-functional thinking are self-centered liveliness. And reality slowly fades away.
5- Intuitive thinking - The thinking of a child of 4 to 7 years of age is not logical, it is based on intuitive intelligence. Intuitive thinking introduces awareness of the need for relationships, but such initial understanding is related to concrete events.
6- Social interests- At the age of 4 to 7 years, the child expands social interests in the world around him. He starts paying attention to things apart from himself.
3 - Concrete operational stage-(7 to 12 years)
At the age of 7 years, children become capable of engaging in mental activities. According to Piaget, these are called activities. Activities are less cognitive and are closely organized in a strong network. The main features of this stage are as follows.
1- Logical thinking of concrete objects - In this stage the child becomes capable of logical thinking but his logical thinking is limited to concrete objects and actions only.
2- Waving of ego-centricism - In this stage, the child leaves self-centrism and starts understanding the point of view of others. His speech becomes more and more social and ready for exchange.
3- Understanding of conservation - (Understanding of conservation) At the age of 7 to 12 years, the child starts to conserve and understand concrete functional quantities, length, area and finally density.
4- Multiple and grouping of objects-
During this stage, the child becomes capable of thinking and understanding about multiple dimensions of a single subject and becomes capable of taking ideas in reverse, for example, counting down from 20 to 1.
5- Classification and grouping of objects-
During this stage, the child becomes capable of understanding things like classifying them, grouping them, arranging them etc.
4- Formal Operational stage - Above 11/12 years of age - The child in this stage enters adolescence in which the stage of formal action and the ability to integrate develops. During this stage, the person develops his own Acquires the ability to think and reason beyond the immediate world. Following are the important features of this stage:
1- High degree of equilibrium - The most important ability of this stage is to achieve mental functioning and high level balance, which means that he can deal effectively with complex problems of logic. Can imagine many possibilities for solving a problem.
2- Ability to use abstract rules - In this stage the person is able to use abstract rules to solve problems, for example, understanding math questions in a simple way.
3- Relational and systematic thinking - Logical thinking on problems. In this stage, the child becomes capable of thinking logically about problems, whether those problems are concrete or abstract.
4- Transfer of understanding – Development of formal activities helps the child in transferring understanding from one situation to another.
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